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Speaking Turkish in Belgian Primary Schools: Teacher Beliefs versus Effective Consequences
16 references·16 citing·46 second hopsampled
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this work references cited by second hop· second hop is a sample of the most-cited connections

References

  • 1992Language and Symbolic Power.9,964 cited
  • 1992Language and Symbolic Power.2,804 cited
  • 1993The psychological sense of school membership among adolescents: Scale development and educational correlates2,023 cited
  • 2001Qualitative Methods in Social Research1,866 cited
  • 1994Researching Social Life1,735 cited
  • 2020Understanding and Using Factor Scores: Considerations for the Applied Researcher1,617 cited
  • 2001Students' Attachment and Academic Engagement: The Role of Race and Ethnicity628 cited
  • 2004Assessment Accommodations for English Language Learners: Implications for Policy-Based Empirical Research331 cited
  • 1999Bilingualism and the Academic Achievement of First- and Second-Generation Asian Americans: Accommodation with or without Assimilation?170 cited
  • 2011Bilingualism and Academic Achievement165 cited
  • 2000The Colonialism of the English Only Movement162 cited
  • 2010Exploring bilingualism in a monolingual school system: insights from Turkish and native students from Belgian schools138 cited
  • 2005On being declared illiterate: Language-ideological disqualification in Dutch classes for immigrants in Belgium116 cited
  • 2008Problematizing ethnolects: Naming linguistic practices in an Antwerp secondary school106 cited

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2013
The long-term effects of bilingualism on children of immigration: student bilingualism and future earnings
101 cited
  • 2002Bilingualism and Language Education in French Primary Schools: Why and How Should Migrant Languages be Valued?93 cited
  • Cited by

    • 2017Engaging with emergent bilinguals and their families in the pre-primary classroom to foster well-being, learning and inclusion61 cited
    • 2018The Nature of Exposure and Input in Early Bilingualism47 cited
    • 2015‘No more Turkish music!’ The acculturation strategies of teachers and ethnic minority students in Flemish schools40 cited
    • 2021How stakeholders see the implementation of language education policy: a Q-study31 cited
    • 2017Breaking Out of L2-Exclusive Pedagogies: Teachers Valorizing Immigrant Pupils’ Multilingual Repertoire in Urban Dutch-Medium Classrooms29 cited
    • 2015Benefits of being bilingual? The relationship between pupils’ perceptions of teachers’ appreciation of their home language and executive functioning28 cited
    • 2018Ideologies of Language, Bilingualism, and Monolingualism26 cited
    • 2016Multilingual islands in a monolingual sea: language choice patterns during group work25 cited
    • 2018Maintaining one language while learning another: Moroccan children in Belgium22 cited
    • 2018Multilingualism for life – language awareness as key element in educational training: insights from an intervention study in Germany22 cited
    • 2024Primary school children's conflicted emotions about using their heritage languages in multilingual classroom tasks20 cited
    • 2023How stable is a family’s language policy? Multilingual families’ beliefs, practices, and management across time19 cited
    • 2022“Accept All Pupils as they are. Diversity!” – Pre-Service Primary Teachers’ Views, Experiences, Knowledge, and Skills of Multilingualism in Education16 cited
    • 2017“Non, moi je lui dis pas en turc, ou en portugais, ou en, j’sais pas moi en arabe”: Exploring teacher ideologies in multilingual/cultural preschool contexts in France15 cited
    • 2018Doing and Undoing Bilingualism in Education14 cited
    • 2016Bilingualism and educational achievements: the impact of the language used at home by Tatar school students in Tatarstan, Russia13 cited